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This causal comparative study examined how test anxiety affects secondary students’ academic achievement in Lahore, using a sample of 840 students from 30 schools.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/effects-of-test-anxiety-on-academic-achievement-at-secondary-school-level-in-lahore/596258/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/effects-of-test-anxiety-on-academic-achievement-at-secondary-school-level-in-lahore/596258.png","ImageObject",300,407,{"name":42,"@type":43},"Guten tag","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is test anxiety and what components does it include?","Question",{"text":62,"@type":63},"Test anxiety refers to students’ fear of poor results in tests and examinations. It includes two components: worry and emotionality.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the study conducted to examine test anxiety and academic achievement?",{"text":67,"@type":63},"The study used a causal comparative research design. It included 840 secondary school students from 30 schools in Lahore district.",{"name":69,"@type":60,"acceptedAnswer":70},"What relationship does the study report between test anxiety and academic achievement?",{"text":71,"@type":63},"The findings indicate a negative relationship between test anxiety and academic achievement. The results also show girls have higher test anxiety scores than boys.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},596258,1792191446,{"code":4,"msg":81,"data":82},"success",[83,87,91,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":92,"slug":93},70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Effects of Test Anxiety on Academic Achievement at Secondary School Level in Lahore  \nShafiq ur Rehman*, Erum Javed** and Muhammad Abiodullah ***  \nAbstract  \nTest anxiety is the fear of students about negative results of the evaluative procedures. Low to moderate level of test anxiety is often thought beneficial for students. Test anxiety has two components worry and emotionality that are found in test anxiety research work. Academic Achievement encompasses students’ academic potential. It is a common practice to promote students to next grades on the basis of their academic achievement scores. It aids in classifying students as pass or fail in examination. Present study was conducted to explore the effects of Test Anxiety on student’s Academic Achievement at Secondary school level in Lahore. Causal Comparative research design was used to determine the causes of differences that were already therein the population. The population of study consisted of all secondary school students enrolled in district Lahore. A total of 840 students from 30 schools were selected as a sample from Lahore district. Test Anxiety Inventory Questionnaire was adapted and translated into Urdu in the study for data collection from secondary school students. The findings ofthe study indicate a negative relationship between test anxiety and academic achievement. Results showed that girls have higher test anxiety scores as compared to boys.  \nKeywords: Test anxiety, Academic achievement, Secondary school, Graduate and undergraduate level.  \n* Assistant Professor, Institute of Education and Research, University of the Punjab, Lahore Email: [shafiqurrehman.ier@pu.edu.pk](shafiqurrehman.ier@pu.edu.pk)  \n** Instructor Education, Virtual University  \n*** Associate Professor, Institute of Education and Research, University of the Punjab, Lahore  \nIntroduction  \nTests are important tools for decision making in this competitive world and students are assessed as for their achievement, aptitudes and capacities with tests and examinations (Nasir & Rizwan, 2010) . Test anxiety is referred as the students’ fear of showing poor results in tests or examinations. Coon and Mitter (2008) suggested that low to moderate level of test anxiety is often considered beneficial for students and serves as a positive motivator by motivating them to put more efforts for achieving academic excellence However, aggravated test anxiety level is considered a threat for students’ psychological and physical well-being. High test anxiety level severely effects students private, sociallife, as well as their educational achievements (Zahrakar, 2008) . Since Text anxiety influences students’ achievement it is needed to understand various aspects of Test anxiety and their roles on students’ achievement. Sharma and Sud (1990) described that Test anxiety has two components worry and emotionality. The physiological indications of test anxiety are associated with the emotionality component and the psychological indications are associated with worry component (Harris & Coy, 2003) .  \nAcademic Achievement encompasses students’ academic potential. It is a common practice to promote students to next grades and classify them as pass or fail on the basis of their academic achievement scores. The students’ academic achievement scores are influenced by various factors and test anxiety is one of these. Test anxiety is most widely recognized cognitive issue affecting students' academic achievement scores. It can influence students’, sense of pride, companion connections and social practices (Costello, Mustillo, Erkanli, Keeler, & Angold, 2003) . In Pakistan academic achievement of students at secondary level is measured by matriculation examinations conducted by different Boards of Intermediate and Secondary Education at provincial level.  \nEven subclinical levels oftest anxiety can have a negative effect on the prospective academic achievements and outcomes related to the development of students (Grover, G","cbCaimFBhptoxDGE","https://ap.wps.com/l/cbCaimFBhptoxDGE","pdf",378548,14,"English","# Abstract\n# Introduction\n# Components of Test Anxiety\n# Academic Achievement","[{\"question\":\"What is test anxiety and what components does it include?\",\"answer\":\"Test anxiety refers to students’ fear of poor results in tests and examinations. It includes two components: worry and emotionality.\"},{\"question\":\"How was the study conducted to examine test anxiety and academic achievement?\",\"answer\":\"The study used a causal comparative research design. It included 840 secondary school students from 30 schools in Lahore district.\"},{\"question\":\"What relationship does the study report between test anxiety and academic achievement?\",\"answer\":\"The findings indicate a negative relationship between test anxiety and academic achievement. The results also show girls have higher test anxiety scores than boys.\"}]","Effects of Test Anxiety on Academic Achievement at Secondary School Level in Lahore | PDF",1792082743,35]